Inquire Within

This book provides clear-cut insights along with practical suggestions on how to develop teaching competencies and strategies and implement inquiry as called for by the national standards. The chapters in this book take the reader through constructing an understanding of inquiry and the characteristics of an inquiry-based classroom, then address what constitutes an inquiry investigation and the teaching strategies that enhance inquiry-based learning. Chapter 1, "What Is Inquiry?" explores the meaning of inquiry through a constructivist approach. Chapter 2, "Learning through Inquiry", follows a 4th grade class through a unit of study characterized by student-generated questions. Chapter 3, "What Is Constructivism?" lays the foundation for constructivist learning strategies and shows how constructivism complements inquiry-based learning. In chapter 4, "Designing Inquiry-Based Classrooms," traditional and inquiry-based classrooms are compared. In chapter 5, "Integrating Inquiry-Based Classrooms," inquiry investigations are compared with other hands-on science activities through a grid that divides instructional strategies into demonstrations, activities, teacher-initiated inquiries, and student-initiated inquiries. Chapter 6, "Why the Scientific Method is Important," compares inquiry with the scientific method and scientific problem solving whereas chapter 7 introduces The Learning Cycle, a five-step approach to designing lessons that facilitate inquiry. Chapter 8, "Skills and Knowledge of Inquiry-Based Teachers", presents a rubric for assessing and monitoring the four stages of development in becoming an inquiry-based teacher. Chapter 9, "Using Questioning Skills in Inquiry," presents questioning strategies that enable inquiry-based learning. In chapter 10, "Inquiry-Based Teachers Describe the Process," a beginning elementary school teacher describes her journey into inquiry and a college professor shares her insights about using inquiry. Both describe their experiences including the joys, the challenges, and the rewards of teaching through inquiry. Resource A, "Inquiry Resources for Teachers," provides printed and online resources for further reading and reference. It is essential that those interested in inquiry-based instruction go beyond the initial stages of understanding inquiry to a level at which they can articulate personal philosophies grounded in research and literature. Linking theory and practice requires additional reading and discourse. (Contains 65 references.) (ASK)